Instructional strategies for Math

quoteMath is right up there with snakes, public speaking, and heights. Burns, M. (1998)

What if they have language-based processing difficulty?

Problems with computation or problem-solving?

nctm goals

Learning to value mathematics

Becoming confident in their ability to do mathematics

Becoming mathematical problem solvers

Learning to communicate mathematically

Learning to reason mathematically

what else?

nctm guiding principlesequity*

curriculum

effective teaching

learning

assessment

primacy of technology

memory

communication disorders

processing difficultiespoor self esteem

attention

organizational skills

emphasis

conceptual

a) figure it out

b) show me

c) explain

math interventionsmanipulatives

meta-cognitive strategiesself-monitoring

self-instruction

computer-assisted instruction

explicit instruction

research on manipulatives

meaningful notational systemincrease concept development

increase math achievement

improved attitude toward math

better than not using them

long-term use – best !

problems with manipulatives

teacher trustclass limitations: scheduledominance of text lessons

trust self over manipulative

Study:

secondary use: 1ce monthly

elementary: daily

use of csaconcrete

semi-concrete

abstract

concrete

intro with concrete objects

semi-concrete

pictorial representation of concept

abstract

use of numeric instead of pictorial

csa related to metacognition

S.T.A.R.Search the word problem

Translate to equation in picture form

Answer the problem

Review the solution

searchS.T.A.R.

read carefully

self-regulated thinking (questioning)

write down the facts

translateS.T.A.R.

represent the problem (concrete application)

draw picture of representation (semi-concrete)

algebraic expression (abstract)

identify the operations

students choose a variable for the unknown

answerS.T.A.R.

use rules to add/subtract + & - numbers

use rules of solving simple questions

use the appropriate operations (+-x / )

reviewS.T.A.R.

check the answer

check the reasonableness of the answerreread the problem

metacognitive strategies self instructionexamples

cue cards – to ask themselves

structured worksheet: organization

questions: to serve as prompts

metacognitive strategies self instruction

support from structured worksheets

advance or graphic organizers

support from strategy instruction

general guidelines

re-read information for clarity

diagram representation of the problems before solving them

research: straight to solve the problem

computer aided instructionprograms help with remediation/instruction

visual demonstration

games

spreadsheets

http://xrl.us/MathGames

explicit instructionstart with prior knowledge

model problem and think aloud

prompt students ~ assistance

corrective feedbackpatterns or evidence of strategy

meet individually / small group

positive statements !!

specify error patterns

show how to complete with strategy

opportunity on similar prob (guided practice)

end on positive comment

recommendations

Guided->independent practice

physical and pictorial model

think aloud strategies

Allotted time

relate to real life

let students practice !

simplify